Zeitschrift für Hochschuldidaktik Nr. Nr. 3/1991
Evaluation versus feedback, part II
Pages: 241-255 Paper in German
Hermann Astleitner | Volker Krumm (Salzburg, Austria)
Assessment by Students as Evaluation Methode: Problems with Validity?
Summary
In this study it was argued that student ratings of instruction do not reflect actual covariation in instructor behaviour but implicit theories about different task-contexts activated in behavioural judgements. To test this hypothesis 271 students were asked to rate instructors' classroom behaviours. Explorative and Confirmatory Factor-analysis (with LISREL) were performed before and after all behavioural information (measured in comprehensibility and self-ratings) had been statistically removed. The results showed no substantive change in the underlying factor structure what was seen as indicator for the assumed systematic error in ratings.
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